PENGUATAN MODERASI BERAGAMA DI SEKOLAH DASAR DAN MADRASAH IBTIDAIYAH - Studi Komparatif pada Program Penguatan Profil Pelajar Pancasila (P5) dengan P5- Profil Pelajar Rahmatan Lil’alamin (PPRA)

Noptario, NIM.: 22204081026 (2024) PENGUATAN MODERASI BERAGAMA DI SEKOLAH DASAR DAN MADRASAH IBTIDAIYAH - Studi Komparatif pada Program Penguatan Profil Pelajar Pancasila (P5) dengan P5- Profil Pelajar Rahmatan Lil’alamin (PPRA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Indonesia with its religious beliefs is very vulnerable to conflict. The diversity of the Indonesian nation must be based on national commitment, tolerance, non-violence, and acceptance of local culture, so that people can coexist peacefully and harmoniously. Religious moderation is the flagship program of the Ministry of Religious Affairs, the purpose of this study is to reveal the strengthening of religious moderation in educational units under the auspices of the Ministry of Religious Affairs, namely Madrasah Ibtidaiyah, and compared with education units under the auspices of the Ministry of Education and Culture for Research and Technology, namely elementary schools through P5 and P5PPRA. This research uses a qualitative research approach with a comparative method. This approach was chosen because the researcher aims to describe the differences and similarities in the implementation of P5 and P5PPRA in an effort to strengthen religious moderation. The location of this research is at SD Kanisius Kadirojo with a school with a Catholic background and MIN 1 Yogyakarta with a school with an Islamic background. Data collection techniques use observation, interviews, and documentation. Data analysis techniques in this study use thematic data analysis, while data validity tests use triangulation. The results of this study show that P5 and P5PPRA at SD Kanisius Kadirojo and MIN 1 Yogyakarta are implemented through the stages of planning, implementation, and evaluation. There are differences and similarities in efforts to strengthen religious moderation from both schools. Strengthening religious moderation at SD Kanisius Kadirojo is pursued through: Integration of Bible teachings with P5, parenting teaching, educational spectacles, creating anti-bullying task forces, and tolerance in the school environment. While strengthening religious moderation at MIN 1 Yogyakarta is pursued through: integration of the Qur'an with P5PPRA, outing class, differentiated learning, anti-bullying socialization, matsamah program, and respect for differences in prayer recitation. The obstacles encountered in the implementation of P5 and P5PPRA include the unoptimal readiness of teachers and schools, students' ego-centricity, human resources, and P5PPRA time allocation. These obstacles can be overcome by attending independent curriculum training for teachers, optimizing differentiated learning, collaborating with universities, and integrating P5PPRA values in every subject.

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